本研究旨在探討影響大學生教育抱負之因素，分別從性別、家長教育程度、家庭經濟收入及學校類型等四類做初步探討，再納入學生自我概念，包括心理自我、自我滿意、自我發展及自我認定進一步分析，從中瞭解對教育抱負的影響情形，並藉由分析學生的教育抱負來瞭解目前國內高等教育之機會均等現況。本研究採用「台灣高等教育資料庫」94學年度之大三學生問卷統計資料，樣本共計25,123人。
首先經由卡方檢定得知所有變項與教育抱負之間皆有顯著的關聯。經由階層邏輯迴歸分析，第一階層選入性別、家長教育程度、家庭收入狀況及學校類型等變項，均能有效預測學生的教育抱負。第二階段再納入自我概念後，均達顯著預測力。最後根據上述研究結果，對教育機關、學校輔導者及未來研究者提出建議，可供後續研究參考。

The purpose of this study is to understand the educational aspirations of undergraduate students in Taiwan, and further used the result to infer the condition of the current educational opportunity of graduate education. A hierarchical logistical regression model was built in order to find out and compare over several significant influential factors on students’ educational aspirations. Gender, parents’ education degrees, family’s economic status, and school types were used as the first set of factors, and later self-concepts, including personal self, self-satisfaction, self-development and self-identity, were added as the second part of analysis. This study adopted the 2005 junior survey datasets from the Higher Education Research Center to further analyze the relevant issues. The total number of valid samples was 25,123.
The research outcomes with Chi-square tests indicated all variables mentioned had significant relationships with students’ educational aspirations. From the result of the model, it also showed that the first level variables such as gender, parents’ education degrees, family’s economic income and school types, are all good predictors for educational aspirations. However, as the second set of self conceptual factors was put in, its significant influences were reduced greatly. Moreover, all of the second level variables relating to the self-concepts of the students could be used to predict educational aspirations. Finally future research and suggestions were also provided for education authority, teachers, school instructors and students.

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